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Teachers Motivation for Professional Development as a Means of Increasing Preschool Education Quality |
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PP: 2407-2415 |
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doi:10.18576/isl/121204
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Author(s) |
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Z. Saira,
Z. Fatima,
N. Roza,
A. Manara,
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Abstract |
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| The purpose of this research was to determine teachers professional development motivation as a way to improve the quality of preschool education. In the study, the descriptive survey model was used in quantitative research models. The study group of the research consisted of 307 preschool teachers working in various preschool education institutions in Almaty, Kazakhstan. The professional development motivation scale of preschool teachers was created by this study’s researchers. A quantitative analysis program was used to analyze the data. Since the Kolmogorov - Smirnov value indicated normal distribution, parametric tests were applied to the data set. Weighted mean, standard deviation, independent groups T-test, and one-way analysis of variance (ANOVA) were applied to analyze the data. As a result of the research, preschool teachers attitudes towards professional development motivation as a way to improve the quality of education were found to be high. It was determined that there was a significant difference in the attitudes of the preschool teachers participating in the research regarding their professional development motivation as a way to improve the quality of education, in favor of female preschool teachers, according to the gender variable. It has been determined that there is a significant difference in the attitudes of preschool teachers regarding their professional development motivation as a way to improve the quality of education, in favor of preschool teachers with 1-5 years and 6-10 years of professional seniority, according to the professional seniority variable.
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